Please use this document to record your ideas from your group conversations

and your individual thinking and work. Please use a different (easily visible) color
for your responses to make them more distinct from the questions and
directions. Make sure you turn in when you are done with this document.
Thank you!
Follow-up for Activity 1:
Remember that last class you considered and wrote an account of an event you experienced
(or anticipated experiencing) with two different audiences: 1) a close friend, and 2) an older
relative with whom you do not have the same close rapport. Today, I would like you to consider
those accounts and the following questions.
First, in

pairs or small groups, compare and discuss the texts you have produced,
considering and preparing to report on the following questions. Be ready to offer some
observations in about 10-15 minutes. Write your answers here as well.
1.
Did you choose the same form of communication for your friend and your older
relative? If not, why not?
With my group we had the same form of communication whether we were writing to our
close friend or an older relative.
2.
What information did you tell your friend that you did not tell the older relative?
Why?
When writing to my close friend I told them how mad I was in depth and how I might be
thinking of quitting ASB next year. I also told my friend specific names which I left out
when writing to my relative.
3.
What information did you tell your relative that you did not tell your friend? Why?
Some information that I neglected to tell my relative is the annoyance when losing the
election and the sadness as well. When wrote to my older relative I talked about the
background information from being to start and left out how much I worked on the
posters and speech.
4.
How did the language you used differ? Why?
The language differed when writing to two different audience because I am more
comfortable with my friend and use lose and inappropriate language and grammar when
writing to my close I write in full sentences.
Activity 2: Exploring Key Concepts
Based on your work in Activity 1 and your experience as readers and writers, brainstorm ideas
of purposes and audiences for which writers may write. List your ideas here.
Purpose: writers might write to write about something important that the author wants to
share.
Audience: writers choose a specific audiences when writing literature to focus on topics that
the audience likes to read about.
Message: writers like to write an overall message in their works to teach their audience
about dos and don'ts.
Technique: all writers have a different technique that shows the different details they might
focus on, point of view and the use and vocabulary they use to have a unique writing style that
they and audiences like it.
After discussing these terms, consider the following questions:
1.
When have you seen texts written for more than one audience?

The hunger games, the bible, and the dictionaries are examples meant for dozens or different
audiences.
2.
What texts have you seen that seem to meet multiple purposes? What purposes have
you noticed? Does one purpose dominate?
Poems are examples of literature with multiple meaning and are interpreted in many different
ways.

Activity 3: Surveying the Text

Look at the text of the article, How a Self-Fulfilling Stereotype Can Drag Down Performance,
by Shankar Vedantam. Consider the following questions:
1.
Where and when was the article published?
The article was published in the Washington Post and on February 2, 2009
2.
What does that tell you about the information in the article?
Because this article is published in the Washington Post it has valuable information and correct
research. It's also published in 2009, so some of the facts might vary because its an old article.
3.
What do you notice about the length of the article and its paragraphs?
The article is a long article with individual paragraph and numbered paragraphs like a list.
4.
What does that suggest to you about what you will be reading?
This suggest that the information given is in chronological order and each number had specific
and important meaning.
5.
The article was published in the science news section of the newspaper. What does that
tell you about the article?
Because this article was written in a science news paper suggests that the research and
theories are viable and correct. It also suggest that it has a science background.

Activity 4: Making Predictions and Asking Questions

As you examine the title of the article, How a Self-Fulfilling Stereotype Can Drag Down
Performance, answer and then discuss the following questions.
1.
What is a stereotype?
A stereotype is drawing a conclusion towards a group of people because of how they look, act,
dress, etc.
2.
What kinds of stereotypes have you heard about different people?
I've heard stereotypes towards girls being white girls and how they all drink Starbucks and
wear a bunch of makeup all the time,
3.
What does self-fulfilling mean?
Self- fulfilling means to do something that benefits you by hurting someone else.
4.
What might make a stereotype self-fulfilling?
Creating a stereotype that is self fulfilling will help the person that feels bad about themselves
feel better after they have put someone else down. Tearing down someone else helps people
feel better and more powerful.
5.
What kinds of performance might the author be talking about according to the title?
The author is talking about athletic and test performances.
6.
What do you think the author will say about the relationship between stereotypes and
performance?
The author might make a connection between how when people are stereotyped they tend to
fall into that stereotype and affecting their performance.
7.
Who do you think is the audience for this piece? How do you know?
The audience for this piece is anyone who is interested in the background information of how
stereotypes affect people.
8.
What do you think will be the purpose of the piece?
The purpose of this piece is to make people aware of their actions and assumptions and how
that affects people and their performance in different genres.
9.
What questions do you want the piece to answer for you as you read?

Is there benefits from being stereotyped?

Activity 5: Understanding Key Vocabulary

The following vocabulary words are used in the article you are about to read.
1.
ameliorate:to make or become better, more bearable, or more satisfactory; improve.
2.
aptitude:capability; ability; innate or acquired capacity for something; talen
3.
conscious:aware of one's own existence, sensations, thoughts, surroundings, etc.
4.
depress:to make sad or gloomy; lower in spirits; deject; dispirit.
5.
discriminate:to make a distinction in favor of or against a person or thing on the basis of
the group, class, or category to which the person or thing belongs rather than according to
actual merit; show partiality
6.
inevitable:unable to be avoided, evaded, or escaped; certain; necessary:
7.
inherent:existing in someone or something as a permanent and inseparable element,
quality, or attribute; inhering.
8.
innate:existing in one from birth; inborn; native:
9.
salient:prominent or conspicuous
10.
society:an organized group of persons associated together for religious, benevolent,
cultural, scientific, political, patriotic, or other purposes.
11.
stereotype:a process, now often replaced by more advanced methods, for making metal
printing plates by taking a mold of composed type or the like in papier-mch or other material
and then taking from this mold a cast in type metal.
Please give either your own or a dictionary definitions for each of the above words, leaving
room to copy the sentences in which the words appear in the article (You will do this later, not
today). Then write answers to the following questions:
What does the use of these words in the article suggest to you about the tone of the article?
The use of these words suggests that the tone of this article is serious and with elaborate
words. The tone is also opinionated with how he thinks stereotypes affect preferences.
What does the use of these words tell you about the authors perspective on the issue?
These words tells us how against the author is towards stereotypes and how deeply her
believes in the affect they have on people. His use of words like discriminate, society, and
inevitable tells us that the author believe that stereotypes are everywhere.
What do they tell you about the audience of the piece?
The audience are other scientists interested in human behavior and people with a sophisticated
thinking and the want to know how stereotypes are self fulfilling and affect the people around us
everyday.
Thank you for your good work and thinking so far. When you have completed these
activities, please post this document in Google Classroom and have a great weekend.